Makerspace + Science = Cool Inquiry learning

“The desire to create is one of the deepest yearnings of the human soul.”  Elder Uchtdorf

Summarizing and Sharing

There was absolutely no shortage of research, articles, videos, blogs etc. relating to Makerspaces on the internet which, actually, made my decision-making process more difficult than I imagined…so much choice, yet so little time!

When researching Makerspace information for Part B, I accessed resources that pertained to my areas of interest, such as, technology and Inquiry.  Considering the plethora of information on makerspaces available, I then connected my areas of interest to the following questions that would help focus my research:

How could makerspaces and technology connect?
How would makerspaces be successfully integrated into school library programmes?
How could makerspaces spur of curriculum-inspired inquiry-based learning?
And finally,
How could a “mobile” makerspace work in an elementary school environment and what would be the benefits to the teachers?

Key learnings/takeaways

So, I have some questions and ideas, which is all fine and wonderful, but not if they are not workable in MY school with our available resources, which is why makerspaces and technology was quickly removed from my “ideas” list.  With 420 students and 24 Chromebooks plus 8 ipads to go around, I needed to walk away from this concept.  After discussing the space (area) we will have for our new library learning commons (in the process of being constructed), quite remarkably, it’s going to be slightly smaller than the previous one; hence, a library makerspace was also taken off my list as space is already at a premium.  I am now left with two ideas: a mobile makerspace and inquiry learning based on curricular objectives. With the latter being HUGE (one cannot make a makerspace to address all areas of the curriculum or, at least, I cannot do that!) I spoke with teachers at my school and asked them which curricular areas they found the most difficult to teach and sciences (physical, life, and earth and space) won by a landslide.

In wanting to make a tool that was useful to the staff, I have decided to focus my inquiry on a mobile-makerspace with the view to promoting inquiry-based learning in the sciences.

What’s next?

Now that I have an inquiry concept, the focus needs to be on how to plan, develop and execute it while ensuring that the research backs up my ideas and can guarantee success in its implementation.



BC Ministry of Education. (n.d.). Instructional samples. BC’s New Curriculum. Retrieved from

Fourie, I. & Meyer, A. (2015). What to make of makerspaces: Tools and DIY only or is there an interconnected information resources space? Library Hi Tech, Vol.33(4), 519-525.

Gierdowski, D. & Reis, D. (2015) The MobileMaker: an experiment with a Mobile Makerspace. Library Hi Tech, Vol. 33(4), pp.480-496.

Kurti, R.S., Kurti, D. L., & Fleming, L. (2014). The Philosophy of Educational Makerspaces Part 1 of Making an Educational Makerspace. Teacher Librarian; Bowie, Vol. 41(5), 8-11.

Lamb, A. (2015). Makerspaces and the School Library Part 1: Where Creativity Blooms. Teacher Librarian; Bowie Vol. 43(2). 56-59, 63.

Moorefield-Lang, H. (2015). When makerspaces go mobile: case studies of transportable maker locations. Library Hi Tech, Vol. 33(4), 462-471.

Redey, V. (2017, February, 14). Every childhood deserves a makerspace. TEDxTalk. Retrieved from

Rendina, D. (2015, April, 02). Defining Makerspaces: What the Research Says.  Retrieved from

Smay, D. & Walker, C. (2015). Makerspaces: A Creative Approach to Education. Teacher Librarian; Bowie Vol. 42(4), 39-43.


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